K – 2 MULTI -GRADE BRIDGE Detailed Daily Lesson Plan (DDLP ...

Theme 5: We are Family Book 4 – Mama Panya’s Pancakes June, 2020 Page 1

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K–2 MULTI-GRADE BRIDGE Detailed Daily Lesson Plan (DDLP)

Theme Five Daily Lesson Guide (DLG) – We Are Family Grade K Theme Book 4: Mama Panya’s Pancakes/Friends and Family

Character Building Concept: Families Show Generosity Days 1 – 5 Signing In/Morning Activity SIGNING IN, p. 392 (DLG) Standards: LA.1/2.W.7 Apply common conventions of manuscript writing (e.g., left-to-right, uppercase and lowercase letters, etc.) LA.1/2.W.10 With support, write routinely for a range of tasks, purposes, and audiences Students should already be grouped according to handwriting level (refer to the Signing In Rubric in Appendix C – Assessment Master 0.1).

This activity is designed for Kindergarten students. However, there may be 1st and 2nd graders who could also benefit. The students who are proficient at writing their first names could practice writing their first and last names when they sign in. Other Signing In options for a developing writer could include the following: writing a personal street address, birthday, city and state, or phone number. Students who have emerging handwriting skills should use one of the selected activities in the Stepping Stones (DLG) every day. Remember to assess student writing monthly to track handwriting progress. Additionally, formal, direct instruction in handwriting should be provided daily for grades K–2 as part of phonics and Language Arts. *** The standards for the Signing In activity will be developed throughout the Kindergarten, 1st, and 2nd grade years. Kindergarten and 1st grade students are not expected to have these standards mastered by the end of the year. Mastery of these standards is anticipated by the end of 2nd grade. *** Day 1 – Circle Time/Morning Meeting FAMILIES SHOW GENEROSITY CONCEPT CONNECT Concept Connect Activity (K–2) Standards: B.1-4.RO.11 Demonstrate kindness toward and acceptance of people who are different from us and/or unkind B.1-4.BK.20 Summarize what the teachings of Jesus tell us about the character of God and the kingdom Throughout the week the class will create a Generosity Wall to visually track generous acts shown by students in the classroom. Before class begins, prepare the Generosity Wall as follows:

1. Display the word “GENEROSITY” on a wall or bulletin board in large letters. Run a line of string (yarn, fishing line, twine, etc.) from the first letter to the last letter to create a place to clip Generous Hands throughout the week.


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2. Have precut hands available for students to clip onto the line when they are caught practicing generosity throughout the week.

*** Optional: Consider sending home a note to families explaining the Generosity Wall and inviting them to send in examples of their child showing cheerful giving at home during the week. These students can then clip a Generous Hand to the line during the school day. ***

1. Introduce the Concept Connect and pause at appropriate times to allow students to respond to the following:

• “Last week we read about Sam and his lucky money. Sam showed compassion. This week we will see how compassion connects with generosity.”

• “Families who show generosity are often happier, feel healthier, and are more satisfied with living than families who don’t show generosity. When members of a family show generosity, they are making a difference. They feel they are meeting the needs of those around them in a special way. “

• “We have had many discussions about families this month. We have learned that we are a part of an even bigger and greater family – God’s family!”

• “This week we will wrap up our unit on families. I would like for us to think about how we can become more generous to God, our family members, and also to the people around us.”

• “Let’s talk about what generosity means. Generosity is being willing to give or help others in need while expecting nothing in return. That is so awesome! Do you wish to help others? How about sharing something good that you have with someone else?”

• “The Bible teaches us in 2 Corinthians 9:7 that ‘God loves a cheerful giver.’”

• “God loves a cheerful giver because He is a cheerful giver. He sets a perfect example for us to follow. How many of you give cheerfully? How does it feel when someone cheerfully gives you something with a smile?”

2. Continue the lesson with the following gift box activity:

• Excitedly open the gift box and pull out one treat.

“My neighbor gave me this beautiful box of treats this morning. I am so excited to enjoy them! However, I can see that my friends in this class don’t have any treats. I would be happy to share with them.”

• Cheerfully pass the gift box along to a student. Encourage the student to select one of the treats for themselves and then pass it cheerfully to another student.


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“Here you go, ___________. I have all these treats, but I see you do not have any. I would like to share with you.” • Continue until all students have had the opportunity to participate. • Finish this activity with the following discussion: • “How did it feel to share the treat box with someone who didn’t have any treats?”

• “What did you think when someone decided to share the gift box with you?”

• “God loves a cheerful giver. Let’s practice giving cheerfully this week.”

3. Show students the Generosity Wall and explain the Generous Hands Activity.

“All week I will be looking for students within our class family to show what it means to give cheerfully. When I notice someone being generous or giving cheerfully, they will be asked to clip a Generous Hand onto the line. I am looking forward to seeing this line filled by the end of the week because God loves a cheerful giver!”

Day 1 – Bible INTRODUCING THE BIBLE STORY, pp. 362 – 363 (DLG) Who Trusted God, p. 363 (DLG) Corners Cooperative Learning Strategy (K–2), Concept Nugget (K-2) Standards: LA.1.RL.3 Retell stories, including key details, and demonstrate understanding of the main idea or lesson LA.2.RL.3 Describe how characters in a story respond to a major event and challenges B.1-4.RO.4 Identify and demonstrate important personal values

*** Refer to p. 84 of the Kindergarten Stepping Stones Teacher Manual for a full description of the “Corners” strategy. All students will participate and share in this extension activity. ***

1. Reference the lesson in the DLG. Instead of leading a discussion as written in the DLG, lead the class to discuss the lapbook

pictures using the Corners cooperative learning strategy. • Begin by gathering the children together as a whole group.

• “Remember that trusting God means believing God can solve our problems and meet our needs.”

• “Today we are going to review the Bible stories that we have read over the past few weeks. We will review how the

characters trusted God in their situations.”


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• Show a picture from the Bible lapbook, God Gives Families, as written in the DLG.

• Call out “Corners!” and give students five seconds to divide themselves into four groups by gathering in one of the four

corners of the classroom.

• Each group will then have a short conference (30-60 seconds) to identify who in the picture trusted God and discuss how the character trusted Him.

• Students will arrive at a conclusion and decide who will serve as the spokesperson to share the group’s thoughts.

• The children will reassemble into the large group and the spokesperson from each group will share their group’s thoughts.

• Continue the process with all remaining suggested pages from the lapbook as written in the DLG.

2. Conclude the lesson with the following Concept Nugget: • “We can see from these different stories that the Bible gives us many examples of times when people have trusted God. We

see that God is good and worthy of our trust.”

• “We also can see that God is generous. He is generous in the way that He takes care of His children. He sees the needs of His people and He lovingly, and generously supplies what they need.”

• “If we serve a generous God, we too can be giving and generous to those around us!”

Days 1 – 5 Daily Oral Language (DOL) Grammar & Writing Mechanics Think-Pair-Share (1st/2nd), Editing (1st/2nd) Standards: LA.1/2.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing

LA.1/2.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling LA.2.L.3 Use knowledge of language and its conventions when writing

1. This daily activity is designed for 1st and 2nd graders. First graders are formally introduced to DOLs in Theme 4. At any time in

the year the teacher may also include some Kindergarten students who can read the sentences and might be ready for this type of activity.


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2. The suggested sentences for group editing are found in Appendix D (DOL Master, Theme 4 – Book 1) for your convenience. These are designed to correlate with each unit theme and are intended as a teacher directed activity. An enlarged poster copy of the Common Editing Marks should be posted in the room for easy student reference. DOL Common Editing Marks are also listed for student reference in Appendix D in the following: Theme 4 – Book 1, Winter’s Gift.

3. Review with children some of the Common Editing Marks and basic DOL procedures (check for capitalization, ending punctuation, spelling, etc.).

4. Students will pair with classmates and discuss how to correct each sentence. Monitor student discussion by walking around the

room and “listening in” to each discussion. Correct misunderstandings when necessary.

5. Call on student pairs to come to the board and correct the sentences. Review corrections as a class and decide if they should be accepted or corrected.

Day 1 – Language Arts READING WORKSHOP, pp. 381 – 391 (DLG) During Reading-First Time pp. 384 – 385 (DLG) Context Clues (1st/2nd), Vocabulary (1st/2nd) Standards: LA.1.RI.7 Use illustrations and details to describe key ideas LA.1.RI.4 Ask and answer questions to determine the meaning of unknown words

LA.1.L.3 Determine the meaning of unknown words LA.2.L.4 Determine the meaning of unknown words LA.2.RI.4 Determine the meaning of words and phrases in a text

*** Before class begins, load YouTube Video “Context Clues | Award Winning Context Clues Teaching Video | Comprehension & Reading Strategies” from GrammerSongs by Melissa at the following link: https://www.youtube.com/watch?v=CyK01USxdg0 ***

1. Read Mama Panya’s Pancakes according to the lesson in the DLG. Include 1st and 2nd graders in the “popcorn” response activity.

2. Dismiss Kindergarteners to begin working on their houses as outlined in the DLG.

3. Lead 1st and 2nd graders in the following vocabulary introduction lesson:

• “Today I will introduce you to some new words. When learning new words, you can use a reading skill called context clues to help you know what the new word means. Context clues are hints that an author gives to help define a difficult or unusual word.”

https://www.youtube.com/watch?v=CyK01USxdg0


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• “When you use clues in a story to figure out the meaning of a new word, you are using context clues. Context clues are often in the same sentence as the word you don’t know.”

• “Context clues can also be in the sentences before or after the unknown word. The reader can use the context clues by

thinking about the way the unknown word is used in the sentence.” • “If you cannot understand the word after looking for context clues, you can always go to the dictionary for its meaning.”

4. Play the suggested video to enhance student understanding of context clues.

5. After viewing the video, write the example sentences below on the board:

• Emily keeps her desk impeccable, but mine is quite messy. (antonym) – “quite messy” • Jaeden is rather boisterous, but his sister is quiet and shy. (antonym) – “but…quiet and shy” • She sings continuously, or all the time, and it drives me crazy. (synonym) – “or all the time” • Tristan's room is a catastrophe; that is to say, his room is a huge mess. (definition) – “a huge mess” • Adam was lethargic and didn’t have any energy to go to school. (rename) – “didn’t have any energy”

6. Use the think-aloud strategy to lead the students through each sentence as they practice finding context clues for unknown words. For example, “Let’s look at this first sentence I have written on the board. ‘Emily keeps her desk impeccable, but mine is quite messy.’”

“Hmmm, the word I don’t know in this sentence is impeccable. Let’s see if we can figure out what it means by looking at the

other words in the sentence. We know her desk is – something. However, at the end of the sentence, it says, ‘but mine is quite messy’. That part at the end gives me a clue. Whatever the word impeccable means, it seems as if it is the opposite of messy.”

• “What are some opposites of the word messy?” (Allow students time to respond.) • “Great work! We found some words that are the opposite of messy (clean, tidy, organized, orderly, etc.). Do we have a better

idea of what impeccable means now?” • Continue using the think-aloud strategy with the remaining example sentences.

7. Have students stand in two rows facing each other. Choose a vocabulary sentence below and read it aloud to the class. Give

students thirty to sixty seconds to discuss with the partner across from them what they think the word means. The discussion should include talk about how the surrounding words (the context clues) helped them to determine the meaning. Give a signal for


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each student to then move one position to the right. (The student without a partner at the end simply walks to the other end to find his or her new partner.) Continue playing until students have gone through all of the following vocabulary sentences:

• Dousing – Mama Panya sang as she kicked sand with her bare feet, dousing the breakfast fire.

• Whisking – Mama shot a stare at Adika and quickly grabbed his hand, whisking him away.

• Dollop – Mama poured a dollop into the oiled pan on the fire.

• Thumb piano – Afterwards, Kaya played the thumb piano and Mzee Odolo sang slightly off key.

• Plantain – Gamila arrived with a plantain bunch on her head. “They go very well with pancakes.”

• Firepit – Mama piled small twigs and sticks into the firepit.

• Drinking-gourds – They carried two leather drinking-gourds filled with milk and a small pail of butter.

8. After playing the game, lead students to clarify or confirm the definitions of the vocabulary words by looking them up in a dictionary as a class.

WRITING WORKSHOP Sticky Note Details Respond to Literature: Sequencing (K–2) Standards: LA.K/1.W.9 With support recall experiences or gather information from provided sources to answer a question

LA.2.W.9 Recall experiences or gather information from provided sources to answer a question LA.2.RL.4 Sequence story events

1. This writing lesson will focus on responding to Mama Panya’s Pancakes by asking students to recall and write details from the story.

• “In Reading Workshop earlier today we read Mama Panya’s Pancakes .” • “Now you will have the opportunity to respond to that story by thinking back to the different events that happened.” • “In a moment you will each receive a few sticky notes. You will have ten minutes to write as many details as you can

remember from the story.” • “Write one detail in a complete sentence on each sticky note. I have additional sticky notes if you need them.”


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o “Kindergarteners, you should try to think of two events or details.”

o “First graders you should aim to write at least three events or details.”

o “Second graders, your goal is to finish five or more sticky notes.”

2. Distribute sticky notes to students and set a ten-minute timer. Circulate around the room to provide support and scaffolding as necessary.

3. When students have completed their sticky notes, gather the group together in the meeting area. Students should bring their

completed sticky notes with them.

4. Display three large sheets of chart paper. Label each sheet with one of the following: Beginning, Middle, and End.

• “Now we are going to sort the sentences you have written into three categories – beginning, middle, and end.”

• “We will take turns reading the sentences that you have written and will decide together where in the story that event or detail belongs.”

• “This will be a way that we can remember what happened in the story and also when it happened.”

2. Allow a student to read one of their sticky notes and then lead the class to decide where the sentence belongs. Allow the students to continue taking turns until each has sorted all of the sticky notes.

3. Leave the completed charts in a visible area for tomorrow’s writing activity.

Day 1 – Science SCIENCE Plant Needs, Part 1 Photosynthesis Experiment (K-2), Concept Nugget (K-2) Standard: S.K-2.LS.2 Design solutions to problems, mimic how plants and animals use their parts to survive, grow, meet needs

*** Before class begins, acquire or create a simple photosynthesis chart. There are many different charts available through online search engines. Alternately, a chart can be purchased from a teaching supply store. ***

1. Today’s lesson will introduce students to the following concept of photosynthesis:


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• “God is a wonderful creator and teacher. When we look at the plants and animals in nature, we can see how God uses nature to teach us about generosity.”

• “There is a cycle in nature that allows for the constant sharing between plants, animals, and people.” • “This week we will look at how plants give generously, which allows for their own survival and for the survival of other living

things in nature, including us.”

2. Display the photosynthesis chart. Use the chart as a visual aid while explaining the following process of photosynthesis:

• “Plants are made up of roots, stems, and leaves. Many plants produce flowers, fruit, and seeds. Plants comprise a large part of what we see in nature.”

• “Today we will learn about something that makes plants very special.”

• “Did you know that plants produce their own food? You and I have to cook or buy food, but a plant is able to make its own food.”

• “The plant uses its leaves to capture sunlight. Then the roots suck up water and nutrients from the ground.”

• “Please take a deep breath. Now let the air out slowly. The air you just breathed out is carbon dioxide. Plants need that

carbon dioxide, too.”

• “Think how about how many times you breathe in and out. God made us to give something generously to plants without our even realizing it. The carbon dioxide in our breath helps the plants to stay alive.”

• “When a plant has all these things together, it is able to make its own food. This process is called photosynthesis.”

• “During the photosynthesis process, plants release oxygen into the air.”

• “Take another deep breath in. Now let it out. The air you just breathed in was oxygen.”

• “The plants we help to keep alive are the same plants that help keep us alive in return. Generosity shows up everywhere in

this model because people and animals need oxygen to breathe.”

3. Take the students outside to conduct an experiment to show them how leaves give off oxygen. • Give each student a plastic sandwich bag. Write the students’ names on their bags for quick identification later. • Choose a general area where there are many leaves available.


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*** Please be mindful that some leaves are poisonous and can cause an allergic reaction. (e.g., poison oak or ivy) ***

• Model how to choose and bag a leaf. Cover the leaf with the sandwich bag and seal the bag as much as possible (zip closed

or use a twist tie). Ensure that air is unable to enter the bag once sealed. *** Be careful not to remove the leaf from the branch/tree. It must stay connected to the source to see the oxygenation

process. *** • Allow the students to each choose a leaf and follow the same process to seal a leaf inside their bags. • “We will leave our bags on the plant/tree overnight. Tomorrow we will go outside again to see what has happened!”

4. Return to the classroom and instruct students to complete Science Experiment: Tree Leaves, Day 1 (Activity Master 5.4.1a). • “What do you think we will see when we return to our leaves tomorrow? What will be in the bag? What will the leaf look

like?” • “Scientists make sure to record their experiment and predictions.” • “In the first box you will draw a picture to show what we did in our experiment today. Then write to tell about what happened

during the experiment.” • “In the second box draw a picture of what you predict our experiment will look like tomorrow. This is taking a good guess about what you think will happen. Then write your prediction on the lines provided.”

5. Collect completed activity masters, or have students keep them in a safe place until tomorrow’s lesson.

Day 1 – Social Studies The Kenya Flag, p. 434 (DLG) Concept Nugget (K-2), Class Flag (K–2) Standard: SS.K-4.IDI.3 Define concepts such as: growth, change, learning, family, and groups

1. Review previously taught concept nuggets and preview this week’s topic. • “We have been learning about families this entire month. First, we read about Jacob and his dad. They were able to

communicate even though Jacob was deaf. We learned that families create special memories together.”

• “Next, we read about Helen and her grandfather, Gong Gong. We learned that families are able to connect even if they do not speak the same language.”


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• “We learned last week how families show compassion to each other and those around them. We read about Sam and how

he showed compassion to a stranger by giving away his special coin.”

• “God has given us all unique earthly families. I have enjoyed hearing stories about your families. Families represent special groups of people who love and care about each other. Believers in God have opportunity to be part of the big heavenly family as well.”

• “This week we will explore another country and get a peek into a new family.”

2. Teach the lesson according to the DLG. • “Let’s look on the map for a country on the continent of Africa. The country’s name is Kenya.”

• “Every country has a special flag to represent the people who live there. The flag symbolizes the country’s history or shows

what matters most to the people who live there.”

• “You will have opportunity today to create a unique flag that you believe best represents our classroom family.”

3. Lead students to brainstorm what makes their classroom family unique. Allow them to decide what symbols could be used to show those unique characteristics. Dismiss students to create their own class flags. • Kindergarteners will complete Activity Master 5.4.2a.

• First and 2nd graders will complete Activity Master 5.4.2b.

4. Display the completed flags in the classroom.

Day 2 – Bible PRESENTING THE BIBLE STORY, pp. 363 – 364 (DLG) Introducing the Bible Verse, p. 364 (DLG) Trust Fall (K-2) Standards: B.1-4.BF.8 Make personal connections between Bible study and its application to daily living

B.1-4.RG.11 Accept that the Bible reveals the standard by which we are to live B.K-4.BF.12 Memorize passages of Scripture

1. Teach the lesson according to the DLG.


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• “Now let’s put our Bible verse into action. When we trust God, it can sometimes be a little scary. However, when you practice

trusting Him along with saying that you will trust Him, it makes it a little easier.”

• “We are going to play another game called Trust Fall.”

2. Introduce the following Trust Fall game: • Choose a volunteer who will demonstrate the trust fall. • Begin by asking the student volunteer to stand firmly in front of the teacher.

• Emphasize that this is not a time for joking around, but a time to be serious and practice trust.

• Encourage the students to cheer their classmate on to help dissolve any fears he/she may be experiencing.

• The teacher will stand back far enough to safely catch the student. Distance will vary from student to student based on

student height.

• Explain that the person falling should keep the arms crossed over the chest. Legs should be kept straight, with no bending of the knees. Explain to the student that he/she will fall backwards into the teacher’s arms.

• Ask the volunteer if he/she is ready. When ready, the teacher will say, “Fall!”. The class and the person falling, will recite the Bible verse, “I trust in you, my God!” Then the volunteer will fall backwards.

• Continue in the same manner until all students have had a turn taking the trust fall.

3. Finish the lesson with the following discussion questions: • “How would you describe the feeling you had before you fell backwards?”

• “Did you feel that you could trust the teacher to catch you?”

• “What fears did you feel before the fall?”

• “How might the trust fall have felt different if it were a stranger instead of your teacher?”

• “How does this relate to trusting God with our lives?”


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• “What are some ways a person can practice trusting God more?” Day 2 – Language Arts READING WORKSHOP, pp. 381 – 391 (DLG) During Reading – Second Time, p. 385 (DLG) Critical Thinking (K-2) Standards: LA.K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly

LA.1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly LA.2.SL.4 Report on a topic or text, with appropriate facts and relevant, descriptive details, speaking clearly at an

understandable pace Before class begins, write numbers 1-5 on index cards or craft sticks. There should be one set of numbered cards/sticks for each group of five students in the class. Also, write the following roles on a poster or the whiteboard:

1 – Choose a card and read the question aloud to the team. 2 – Paraphrase the question and/or offer clues to the answer.

3 – Say the answer and explain your thinking.

4 – Explain why you agree or disagree.

5 – Place the question card in one of two piles, We Agree or We Disagree.


2. After reading, extend the lesson for all students.

• “If a sentence starts with the word, ‘who’, what kind of answer do you need to give”? (Allow students to respond.) “That’s right! Who means the name of someone.”

• “If a sentence begins with the word, ‘what’, what response is anticipated? That’s right! If question what indicates the response for a thing”.

• “Let’s see if we can remember some important details about this story”.

• “Today you will work with a team to answer some questions. Be sure to notice the bolded question words. They will help you form your answers”.


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3. Lead students in the following comprehension question activity:

• Group students into teams of five and give each team one copy of Questions in a Circle (Activity Master 5.4.3). • Scissors should be available for group members to cut apart the worksheet so that each question is on a separate strip. • Students should sit in a circle with their team and place the stack of questions face down in the middle of the group. • Assign a number to each person in the group by passing out the numbered cards or sticks. Explain each of the numbered

roles to the class by displaying the prewritten explanations and briefly discussing each number’s role. • Allow the teams to flip over their first question and answer it according to their number roles. • After answering the first question, students should pass their number card/stick to the person on their left and then draw a

new question. • Continue in this fashion until all students have had the opportunity to experience all roles.

4. When students have answered all of their questions, gather the children together to reflect.

• “How did you like working together as a team to answer the questions today?”

• “Were there any challenges your team had to overcome during the activity? How did your team manage these challenges?”

• “What were some things that were successful for your team?”

WRITING WORKSHOP Thank You Notes Concept Nugget (K–2) Standards: LA.K.W.10 With support, write routinely for a range of tasks, purposes, and audiences

LA.1/2.W.10 Write routinely for a range of tasks, purposes, and audiences LA.K-2.W.4 Produce writing that honors God and affirms the teaching in His Word 1. Lead students in the following Concept Nugget discussion about generosity:

• “One step we can take to understand generosity is to reflect on ways that others have shown generosity to us. When we

remember the generosity of others, it builds up gratitude in our hearts and allows us to give generously to those around us.”


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• “The new word for our Generosity Wall is “GRATITUDE”. When we are grateful we will want to give freely to others.”

• “God has given to us in the most generous way of all. First of all, He gave his son, Jesus, to be our Savior. Beyond that, God continues to give to us generously each and every day. Another gift that He has given is the gift of our friends and families. Can you think of a way that God’s gift of family and friends has blessed you this week?”

• “Let us spend a few moments writing thank you notes to God for all the many blessings He has given us.”

2. Distribute the grade appropriate activity masters to students. Allow students to work independently to complete their “Thank You,

God!” notes. Circulate around the room to provide support as needed. • Kindergarteners will complete Activity Master 5.4.4a

• First and 2nd graders will complete Activity Master 5.4.4b.

3. Attach the word gratitude to the Generosity Wall display. Save the completed thank you notes to read aloud at the Agape Feast

on Day 5.

I Know Why! Respond to Literature: Author’s Purpose (K–2) Standards: LA.K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces about a topic or book LA.1/2.W.1 Write opinion pieces that … state an opinion

LA.1.RL.1 Ask and answer questions about key details LA.2.RL.2 Retell stories from diverse cultures and determine main ideas and lessons

1. Read to the class the Author Information found on p. 349 in the DLG.

2. Introduce today’s writing lesson in the following dialogue:

• “Today we are going to think about why the authors chose to write this particular story. This is called the author’s purpose.

When an author decides to write a story, he/she usually has a specific goal in mind or a lesson the reader will hopefully learn from reading his/her story.”

• “What do you think the authors wanted us, the readers, to learn from this story”

• “What do they want us to consider about a different culture?”

• “What lesson did they hope we would learn?”


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• “Finally, what is the main idea we can take away from this story?” (Guide students to the conclusion that the reward of sharing is a universal one. We can live in different cultures and countries, but we all feel joy when we are either the giver or receiver of things shared.)

3. Second graders should work with a partner to complete their own copy of Author’s Purpose (Activity Masters 5.4.5a – b stapled

together or copied double sided).

4. Kindergarten and 1st graders will participate in a shared writing experience. Project a copy of Author’s Purpose (Activity Master 5.4.5a – b), or create an enlarged version of the activity masters on chart paper. Allow students to brainstorm the responses to each question together as a group. First graders can write their responses on their own copies of the activity masters while Kindergartners can help the teacher write portions of the response on the board.

Day 2 – Science SCIENCE Plant Needs, Part 2 Photosynthesis Experiment (K-2), Concept Nugget (K-2) Standard: S.K-2.LS.2 Design solutions to problems, mimic how plants and animals use their parts to survive, grow, meet needs *** Before class begins, load YouTube Video “Photosynthesis Video – For Kids” from Learning Junction at the following link: https://www.youtube.com/watch?v=68b1HAIfX08. ***

1. Begin the lesson by returning to the following plant experiment that began yesterday:

• “Yesterday we learned that plants give off oxygen that people and animals need to breathe. We also learned that when people breath out, they give carbon dioxide generously to plants.”

• “What do you notice about the bags on our leaves?” (Students should find that the plastic sandwich bags have condensation

on the inside.) • “Why are the bags wet? What does this show us?” (The leaves released oxygen and that collected inside the bags.) • Remove the bags, or leave them in place for an additional day to extend the experiment observation period.

2. Return to the classroom and gather students in the meeting area. Briefly discuss their experiment findings.

• “What did you predict would happen in our experiment on yesterday?” • “What actually happened?”

https://www.youtube.com/watch?v=68b1HAIfX08


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• “What can we learn about plants from this experiment?” • “What does this teach us about generosity?”

3. Distribute Science Experiment, Tree Leaves – Day 2 (Activity Master 5.4.1b). Students should complete all portions of the

activity master. Circulate around the room to provide support as needed. 4. Continue the lesson on plant needs and the connection between plants, animals and people:

• “What do plants get from the air?” (They receive carbon dioxide.) • “How does carbon dioxide get into the air?” (It is exhaled by people and animals.) • “What do people and animals get from the air?” (The receive oxygen.) • “How does oxygen get into the air?” (It is released by plants during photosynthesis.) • “Let’s continue to learn how plants work in a special way to stay alive and how they keep us alive too.”

5. Give each student a small disposable cup with water and a straw. (Optional: Add flavoring.) Invite students to drink by sucking

the water through the straw.

• “How did you get the water into your mouth?” (It was sucked up through the straw.)

• “Plants do something very similar. Plants have roots. Their roots act like straws absorbing water and minerals from the soil.” • “Tiny root hairs stick out of the root and help the plant suck in even more nutrients and water.”

• “Roots also help to anchor the plant in the soil so that it does not fall over or blow away.” • “Every day roots help plants absorb what they need to keep growing.” • “What lesson about generosity can we learn from the roots?” • “Isn’t it amazing to see that God programmed lessons on generosity into plants and nature? We can learn much by studying

the world around us.”

6. Play Photosynthesis Video – For Kids.


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7. Distribute The Process of Photosynthesis (Activity Master 5.4.6). Students should cut out the labels and glue them to the appropriate spots to show understanding of the process of photosynthesis. If time allows, students may color the Activity Master as well.

Day 2 – Social Studies Life in Kenya; Life in North America p. 435 (DLG) Venn Diagram (K–2), Analyzing Data (K-2) Standard: SS.K-4.IGI.2 Define concepts such as community, culture, role, competition, cooperation, rules, and norms


2. Draw attention to the setting of Mama Panya’s Pancakes. Explain that the setting is where the story takes place. Review the surroundings of Adika’s village and what he would see on the way to the market. Ask students to think about what they see on the way to the grocery store in their neighborhood. Ask them what is different and what is the same.

3. Distribute copies of the Venn Diagram (Activity Master 5.4.7) to all students.

• Kindergarteners should draw pictures.

• First and 2nd graders should draw pictures and write one or two details about their drawings.

4. When students have completed their Venn diagrams, gather the class together in a meeting area.

5. Display an enlarged version of Activity Master 5.4.8 on the board, or create a similar chart on chart paper.

6. Conduct a class survey to see how many students have similarities with what they see in their own neighborhoods and communities. Record the information on the chart using tally marks. After gathering the data from the class, lead the students to analyze the information as appropriate.

Day 3 – Bible REVIEWING THE BIBLE STORY, pp. 364 – 365(DLG) Comprehension Questions, pp. 364 – 365 (DLG) Higher Order Thinking (1st/2nd) Standards: LA.1.RI.2 Identify the main topic and retell key details

LA.2.RI.6 Identify the main purpose of a text


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B.1-4.BF.9 Refer to details and examples when explaining a Bible passage or drawing inferences

1. Teach the lesson according to the DLG for all students.

2. Use the questions written in the DLG for kindergartners.

3. Use the following extension questions for 1st and 2nd graders:

• “How did God help the Israelites safely cross the Red Sea?”

• “Can you recall the name of the land God had promised the Israelites?”

• “State in your own words what happened when the Israelites were hot and thirsty while travelling through the desert.”

• “What is the difference between the reactions to the bitter water and the sweet water?”

• “How do you think you would have reacted if you had been in their situation?”

• “Describe how they were to gather the manna God provided?”

• “What questions do you think the children would ask about the special bread from God?”

• “What conclusions can you draw about the complaining Israelites when they did not have what they needed and wanted?”

• “What lessons can be learned from reading ‘Desert Surprises’?”

Day 3 – Language Arts READING WORKSHOP, pp. 381 – 391(DLG) During Reading-Third Time, pp. 386 – 387 (DLG) Vocabulary: Nouns/Verbs (K–2) Standards: LA.K-2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

LA.K.RF.2 Demonstrate understanding of spoken words, syllables, and phonemes LA.1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds



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2. After reading the story, write the following Kindergarten and 1st/2nd grade vocabulary words on the board: • Kindergarten Vocabulary Words:

pancakes (noun), market (noun), fish (noun), chili pepper (noun), Kenya (noun), mongoose (noun), rainbow lizard (noun), flour (noun),

• 1st and 2nd Grade Vocabulary Words:

Dousing (verb), whisking (verb), dollop (noun), thumb piano (noun), plantain (noun), firepit (noun), drinking-gourds (noun)

3. Invite the students to read each word aloud as a class.

4. Have students read the words for a second time. However, instruct the students to clap out the syllables while saying each word. Ex: whisk-ing (Clap two times.)

5. Have students read the words aloud for a third time. Students should decide this time if the word is a noun or a verb. As needed, show illustrations from the book. Read the word in its original context to help students determine whether the word is a noun or a verb. It might be interesting to notice that all the Kindergarten words are nouns.

*** Remind each student that a noun is a word that is a person, place, or thing and verb is an action word. ***

6. Partner Kindergartners with a peer. Pass out a copy of Blackline F to each Kindergarten student. The partners should take turns reading the words and telling each other the meaning of the vocabulary words. If time remains, students may color their vocabulary cards.

7. While Kindergarten students are working together, give all 1st and 2nd graders Vocabulary: Noun or Verb? (Activity Master 5.4.9) to complete independently. If time allows, invite each student to choose one noun to draw on the back of activity master sheet and one verb to act out for peers.

Social Event Planners, pp. 390 – 391 (DLG) Planning the Culminating Activity (K–2) Standards: LA.1.SL.8 Demonstrate reverence when listening to God’s Word and participating in prayer LA.1.SL.7 Give brief oral presentations

1. Teach the lesson according to the DLG. Use this activity as a time to plan and organize the Agape Feast to be held on Day 5.

2. In addition to the planning components in the DLG, spend time creating the program outline for the Agape Feast. Be sure to provide an opportunity for students to participate in the following areas:


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• Opening Prayer

• Presentation of Generosity Wall Word

• Bible Verse Recitation

• Work samples from throughout the unit

• Read “Thank You” cards written in Writing Workshop Day 2

• Prayer over the food

• Closing Prayer

3. Optional – Allow 1st and 2nd graders the opportunity to create a program handout and simple invitations using age appropriate computer software.

WRITING WORKSHOP, pp. 393 – 399 (DLG) Writing with Children – “I Wonder…”, pp. 396 – 397 Respond to Literature: Questioning (K-2) Standards: LA.1.RL.1 Ask and answer questions about key details LA.2.RL.1 Demonstrate understanding of key details by asking and answering questions LA.K.W.10 With support, write routinely for a range of tasks, purposes, and audiences

LA.1/2.W.10 Write routinely for a range of tasks, purposes, and audiences

1. Teach the lesson as written in the DLG for all students. While Kindergartners are completing their sentence strips, 1st and 2nd graders should independently complete I Wonder… (Activity Master 5.4.10).

2. When students have completed their sentence strips or activity masters, gather students in the meeting area. Take time to read

the student’s questions and try to answer them as a class. Day 3 – Science SCIENCE Animal Survival Plant/Animal Relationships (K–2) Standards: S.K-2.LS.5 Develop, model, mimic how animals help disperse seeds and pollinate plants S.K-2.LS.1 Use observations, describe patterns, know what plants and animals need to survive S.K-2.LS.2 Design solutions to problems, mimic how plants and animals us their parts to survive, grow, meet needs


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1. Today’s lesson will focus on how animals and plants help each other. • “We will focus today on how plants and animals rely on each other.”

• “Animals really need plants. Animals use plants for shelter by using plant parts such as twigs, bark, and grasses to build their

homes. Animals may also use trees to hide from predators. Some animals use part or all of a plant for food. In some cases, animals even get their water from plants. Furthermore, we learned this week that plants provide breathable air for animals.”

• “The way animals and plants work together can be very important to plant growth in these two different ways::” o “Spreading pollen (a special powder plants need to make food)”

o “Spreading seeds (the start of new plants)”

• “Many plants “pay” animals to deliver their pollen. This way of paying is not like someone paying someone to do a job, but more like a trade. The plants make sugar (nectar) to encourage animals to visit their flowers. When animals visit the flower to eat the nectar, they also pick up pollen. The plant only gives off a little nectar. Therefore, the animal has to go to another flower to get more. As the animals go from flower to flower, they pick up pollen and spread it to other flowers. This helps the plants grow. Honeybees, hummingbirds, and even some bats do this pollen spreading.”

• “Producing fruit is another way that plants “pay” animals. Animals eat the fruit and then continues on into a different area where they deposit waste (or poop) filled with seeds from the plant. The seeds are then carried to new areas to allow for new plant growth.”

• “A large animal may carry a larger fruit far away to eat it and then accidently drop the seeds. Some animals, like squirrels, collect nuts and hide them. They don’t find every nut they hide, so some will sprout in new places.”

2. Give each student a copy of How Do Animals Help Plants? (Activity Master 5.4.11).

• “Let’s take some time to illustrate some of the ways animals help plants.”

• “Use the activity master to show the following two ways plants and animals rely on each other:” o “The first box has a flower. Beside the flower, draw to show how bees, hummingbirds, and some bats help to spread

yellow pollen from the flowers.”

o “The second box has a picture of seeds. Beside the seeds, draw to show how animals spread seeds from the fruit they eat or hide. Think about all the wonderful fruit and nut trees and the animals that enjoy eating their fruit.”


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3. If time permits, allow the students the opportunity to share and explain their illustrations with a partner. Day 3 – Social Studies Kiswahili Greetings p. 435 (DLG) Concept Nugget (K–2) Standard: SS.K-4.IGI.2 Define concepts such as community, culture, role, competition, cooperation, rules, and norms

1. The generosity word for today is “FAITHFUL”. Attach the word, faithful, to the Generosity Wall. Select a student who has shown generosity to add helping hands to the line.

• “Did you know there are ways you can give generously even though you don’t have very much money? What are some ways

you could give? You can be helpful around the house. You can give time and encouragement to your family and even around your neighborhood.”

• “Adika didn’t have any money to contribute to making enough pancakes for all the guests he had invited. However, he gave

willingly and cheerfully to his mom the help needed on the journey, at the market, and making the pancakes at home.”

• “Adika did something else that was very generous. He shared his faith. How do you think Adika shared his faith?” (Give the students time to respond.)

• “Maybe he adopted the words his mom would always say, ’A little bit and a little bit more’. Adika one time told his mom when she was worried about feeding all the people he was inviting, ‘You’ll have a little bit and little bit more. That’s enough.’ What great faith he had that there would be enough for everyone. That is what Jesus teaches us to do. Trust that He will always provide for our needs. Sharing cheerfully offers many rewards some of which are not foreseen.”

• “To give generously requires faith that what you are giving up will not be lost or missed but going on to something or someone else for a better cause and purpose. God always sees when we give and He will be sure to give to us when we are in need.”

• “Let’s discuss ways you can give to others, help others make decisions, or even how you can help solve a problem”

2. Read aloud the following Bible verse in Philippians 4:19 (ICB) – “My God will use his wonderful riches in Christ Jesus to give you everything you need.”

3. Teach the lesson according to the DLG. Add the insight that giving generously often makes friends. Friends are always greeted

in more casual and friendly ways.


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Day 4 – Bible PRACTICING THE BIBLE STORY, pp. 366 – 367(DLG) I Trust in God, p. 367 (DLG) Concept Nugget (K–2) Standards: B.1-4.RO.2 Examine how personal choices and behaviors affect spiritual, mental, physical, and social well being B.1-4.BK.20 Summarize what the teachings of Jesus tell us about the character of God and the kingdom

1. Teach the lesson according to the DLG for all students.

2. After completing the writing activity, extend the lesson for all students with the following Concept Nugget discussion:

• “We have focused all week on generosity and as we have learned how to give cheerfully just as God gives to us.”

• “Our new word for today is unselfish. What does it mean to be unselfish in your giving?”

• “We saw in our Bible story this week how God gave to the Israelites because they needed food and water. He takes care of our needs, too. We can always trust Him. God sometimes takes care of our needs in ways we never thought were possible.”

• “Imagine this. You forgot your lunch at home and you are afraid you will be hungry the entire school day. You don’t know how you will fill your empty tummy. Then all of a sudden, after returning from the restroom, you see a full lunch on your desk that includes all of your favorite lunch items. How would you feel? What would happen if you then noticed that your classmate also forgot his/her lunch? What would you do?”

• “We learned in our story how Adika invited the people in the village to share pancakes. He trusted there would be enough. However, Mama worried that it might not work out that way. Why do you think they had such different perspectives?”

• “Being unselfish in your giving means giving what you have and not keeping it all for yourself. Unselfish giving requires you to think about others instead of just thinking of yourself and your own needs.”

*** Post the new generosity word, “UNSELFISH”, on the Generosity Wall. Also, be sure to add Generous Hands to display as appropriate. ***


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Day 4 – Language Arts READING WORKSHOP, pp. 381 – 391 (DLG) After Reading – Making Comparisons, p. 389 (DLG) Concept Nugget (K-2), Character Comparisons (K-2) Standards: LA.2.RL.3 Describe how characters in a story respond to major events and challenges LA.1.RL.4 Identify words and phrases in stories that suggest feelings or appeal to the senses LA.1.RL.8 Compare and contrast characters

1. Conduct a picture walk for similarities and differences as outlined in the DLG.

2. Lead students into the following discussion to reflect on the feelings of some of the characters in the story: • “In the story, Mama Panya’s Pancakes, there were several characters who gave.” • “Can you think of some characters who gave in the story? What did they give?” • “How did these different characters feel about giving?”

3. Distribute Mama Panya’s Pancakes Characters (Activity Master 5.4.12). Students should select three characters from the Character Name Bank. Invite students to draw the three faces to reflect the emotion the different characters expressed while giving. Students should also write the character’s name on the line above the corresponding face.

4. When students have completed Activity Master 5.4.12, invite students to pair-share with a partner. Students should discuss ways that the characters reacted similarly or differently.

After Reading – Comprehension Questions, p. 388 (DLG) Concept Nugget (K-2), Higher Order Questioning (K-2) Standards: LA.2.RL.3 Describe how characters in a story respond to major events and challenges LA.1.RL.4 Identify words and phrases in stories that suggest feelings or appeal to the senses LA.1.RL.8 Compare and contrast characters

1. Teach the lesson as written in the DLG.

2. Additionally, ask the following questions to deepen student thinking and understanding:

• “At the beginning of the story it says, ‘Mama fingered the two coins folded in the cloth tied around her waist.’ What thoughts might be going through her mind? What might she be feeling?”

• “Why do you think Adika wants to invite so many people to his home for dinner?”


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• “What problem does Mama think of that Adika doesn’t seem to consider?”

• “How would the story have been different if Mama made Adika to stop inviting people?”

• Read the last page of the story. “Why does Adika know his mother will make pancakes again soon?”

• “Adika knew there would be enough food. He trusted that it would all work out. How is this similar or different than the

reaction of the Israelites in our Bible story this week?”

• “How did Adika show cheerful giving?”

• “Adika gave a warm invitation to his friends and neighbors. How was his generosity repaid?”

• “The Bible says, ‘God loves a cheerful giver.’ (2 Corinthians 9:7b). Adika showed this type of giving and his friends were cheerful givers in return!”

Day 4 – Science SCIENCE Plant and Animal Relationships Plant/Animal Match (K–2), Concept Nugget (K-2) Standards: S.K-2.LS.5 Develop, model, mimic how animals help disperse seeds and pollinate plants S.K-2.LS.1 Use observations, describe patterns, know what plants and animals need to survive S.K-2.LS.2 Design solutions to problems, mimic how plants and animals us their parts to survive, grow, meet needs

1. The lesson today will focus on how animals and plants help each other. • “Today we will continue learning how animals and plants work together. Generosity can be seen in the different ways that

animals help plants grow." o Spreading pollen (a special powder plants need to make food) o Spreading seeds (the start of new plants)

• “As we learned yesterday, many plants “pay” animals to deliver their pollen. They make sugar (nectar) to get animals to visit

their flowers and pick up pollen. However, each flower only gives the animal a little bit of nectar. Therefore, the animal has to


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visit another flower where the pollen can help another plant grow. This process is called fertilization. Honeybees, hummingbirds, and some bats do this.”

• “We also learned that fruit is another way plants “pay” animals. An animal may eat a fruit in one area and let go of it through

their waste (or poop) in another place. This helps seeds to be carried to new areas. A large animal may carry a larger fruit far away to eat it, then drop the seed in their poop. Some animals, like squirrels, collect nuts and hide them. They don’t find every nut they hide. Therefore, some plants will sprout in new places.”

2. Divide students into groups of two or three. Distribute one set of precut cards (Activity Master 5.4.13) to each group.

3. Students will work with their group members to discuss and match the cards according to the plant and animal relationship. Be

sure to circulate around the room to offer prompting and guidance as necessary.

4. Upon completion, students should request that the teacher verify that they have matched the plant/animals correctly.

Picture Card Matches: • Bumblebee/Pollen

• Seeds/Deer

• Rabbit/Cabbage

• Beaver/Trees

• Squirrels/Acorns

• Animals/Oxygen

• Lily Pad/Frog

5. When students have had their matches verified, invite them to draw pictures to illustrate the various animal/plant relationship in action.

6. End the lesson with the following Concept Nugget: “God’s creation is so miraculous. The next time you take a walk outside, especially on a nice spring or summer day, just watch nature at work. Look to see if you can spot plants and animals generously working together to make this world beautiful.”


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7. Optional – Display completed animal/plant relationship drawing on a bulletin board with the heading, Plants and Animals Work Together!.

Day 5 – Language Arts READING WORKSHOP Those Shoes Literature Comparison (K–2), Concept Nugget (K-2) Standards: LA.K.RL.8 With prompting, compare and contrast characters LA.1.RL.8 Compare and contrast characters LA.2.RL.3 Describe how characters in a story respond to major events or challenges

LA.2.RL.12 Choose literature that reflects the teachings in God’s Word 1. Attach the word “RELATIONSHIP” to the Generosity Wall display.

• “Relationships are so important to our lives. You have many different relationships – your family, friends, and classmates.

We can show these different people in our lives that we care about them by being generous.”

• “Can you think of a time someone you love showed you generosity? How did that generosity make you feel? Did it help your relationship to feel stronger?”

2. Build background and expand the idea of generosity by introducing students to a new picture book, Those Shoes by Maribeth

Boelts. • “Adika set a real example for what generosity looks like. He freely invited everyone he met to share in what he enjoyed.”

• “This week we have talked much about generosity. I am proud of all the Generous Hands that have filled out our Generosity Wall this week. However, let me ask you a few questions:

o Was it easy to give every time you gave this week?

o Did you always know the right thing to give to the right person?

o Has there ever been a time when you really wanted to keep what you had, but knew the right thing to do would be to give

it away?”


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• “Today I would like to read you a story about another little boy who was generous. But unlike Adika, he didn’t want to give freely. It took an interesting experience for him to see the beauty in not just having what we want, but the joy in sharing what we have with someone else.”

• “Since we are exploring a new story with new and exciting words, be sure to raise your hand if you hear a word that you don’t

understand. We can always stop and look for context clues to see what new words mean.”

3. Read Those Shoes by Maribeth Boelts.

4. After reading, lead students to reflect on the story with the following discussion: • “Wow! What a story! Jeremy really gave us a nice example of what it means to give away something that he really wanted to

keep for himself.”

• “Have you ever had to give away something special? Perhaps you have outgrown some clothes, or you have too many of the same type of toy. How did it feel to give away those items?”

• “Have you ever seen someone in need of something that you had and felt in your heart you should give it to them?”

• “How did Jeremy show love and kindness in this story?” (He ended up giving the shoes that he really wanted to his friend who needed them more. He didn't make fun of Antonio's shoes even though they were held together by tape.)

5. Lead the students in completing a Venn diagram on chart paper while they fill in Generosity Examples (Activity Master 5.4.14).

• “Let’s compare and contrast Adika’s example of giving with Jeremy’s example of giving.”

• “What are some of the ways that Jeremy and Adika were similar in their giving?”

• “What are some ways that their generosity was different?”

6. Conclude the lesson with the following Concept Nugget: “After reading Those Shoes, we learned that friendship is more important than shoes. Antonio really needed new shoes, and he was the only one who didn't make fun of Jeremy's shoes. In the end, generosity helped these boys to become friends. When we give to others, we are showing love and kindness. God loves to see us show generosity to those around us.”

WRITING WORKSHOP Invitation Story Sequential Narrative (1st/2nd)


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Standard: LA.1/2.W.3 Write narratives that recount two or more appropriately sequenced events

1. Review the story of Mama Panya’s Pancakes one last time. Highlight what happened at the beginning, middle, and end of the story. Guide students to notice all the invitations that were extended throughout the story.

2. Introduce the following writing activity: • “Wow! Adika invited so many people to his home! I love receiving an invitation to a friend’s home for dinner or a party. Have

you ever been invited to a friend’s home? Turn to your neighbor and share a quick story about an invitation you received in the past.” (Allow time for students to share a brief story (60-90 seconds should be sufficient.)

• “Today you are going to write about a time when you gave an invitation to someone. You can write about giving an invitation to a party, or maybe a time that you invited someone you didn’t know to come play with you at recess. If you can’t think of something that really happened, use your imagination to come up with an interesting story about inviting someone to do something.”

• “While you are writing your story, be sure to include two or more events that happened. Also, remember to use transition words to show what happened first, next, last, etc.”

3. Dismiss students to spend the remaining time writing their “Invitation Stories”. Circulate around the room and conference with

students as needed.

4. If time allows, invite students to pair-share their completed stories with a peer. Day 5 – Social Studies UNIT CULMINATING ACTIVITY Agape Feast (K-2) Standards: SS.K-4.IGI.6 Assess the impact of families, schools, religious institutions, government agencies, financial institutions, and

civic groups on their lives LA.1.SL.7 Give brief oral presentations

LA.1.SL.8 Demonstrate reverence when listening to God’s Word and participate in prayer LA. 2. W.4 Produce writing that honors God and affirms the teachings in His Word

*** This activity requires advance preparation and setup. ***

1. Suggestions for Decorations:

• Table Set-up: Tables should be set up lengthwise. If the class is small, one large circular table is sufficient.


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• Table Decorations: Ivy or vases with flowers, tea light candles, large platters or bowls, framed pictures of families, if families

are unable to attend

2. Suggestions for Food: • Fruit

• Veggies

• Crackers

• Finger Sandwiches

• Cheese

• Small Pastries

• Punch/Lemonade

3. Ideally this should be the final activity for the day. Invite children and guests into an area where the agape feast has been set up

in advance.

4. Follow the program as created by the class on Day 3 of Reading Workshop – Social Event Planners.

5. At the appropriate time in the program, address the group:

• “Families are a gift that God has given to us. We can learn much about God by observing how families act together. This month we have learned that families create special memories together; families connect with each other, and families show compassion. Finally, families show generosity.”

• “We have learned that in addition to having earthly families, we also have a heavenly family. God is our Heavenly Father and He loves us very much.”

• “God constantly reminds us that He is willing to give us what we need. Some of those reminders we see every day:”

o Breath in our bodies

o Food to eat


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o Water to drink

o Safety and protection

o Sunshine and rain

• “At our Agape Feast let us show gratitude to God today by making a commitment to spend time with each other and our families. Let us remember all of the wonderful lessons we have learned to show us just how special families can be.”

• “Always remember that families don’t have to be the same for them to have love. Some families have two parents, while

others families have one parent. Some families include grandma and grandpa. Some families have members in more than one place. However, no matter what happens, they are still a family with love!”

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